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Whitehall Primary School works tirelessly and sensitively to integrate pupils and families from different faiths, cultures and backgrounds into school life. This includes those who speak English as an additional language. Staff know pupils' individual needs well.
As a result, pupils feel safe, secure and well cared for.
The vast majority of pupils behave well. Staff support those who need help to manage their emotions.
Pupils know the difference between bullying and when people fall out with one another. The school deals effectively with bullying on the rare occasions it occurs.
Whitehall's high-quality offer beyond the academic underpins its inclusi...ve ethos.
It celebrates diversity throughout school life. For example, pupils visit different places of worship to help them understand a range of world religions. This helps them to become tolerant and well-rounded citizens who are well prepared for life in modern Britain.
Pupils contribute to the running of the school through leadership roles. These include jobs such as school councillors, house captains and library monitors. Pupils learn to take risks and become more independent when they take part in residential visits and trips.
They pursue their talents and interests through a wide range of clubs, including choir, athletics and art.
What does the school do well and what does it need to do better?
The school is passionate about ensuring pupils' learning helps them to understand both their diverse locality and beyond. Its well-established and carefully designed curriculum is central to this.
Consequently, pupils enjoy their learning and understand its relevance to the world around them.
The detail in the curriculum means that teachers are clear about what to teach and when. This supports them to implement it effectively.
Teachers have strong subject knowledge and explain key concepts precisely. This starts in the early years meaning children get off to a strong start in their education.
Across most areas of the curriculum, pupils learn well.
This is particularly so in reading where outcomes at the end of key stage 2 are consistently above the national average. Children in Reception Year begin to learn to read straightaway. They apply their learning in phonics during their independent activities.
For example, children read a 'menu' in their 'café'. Pupils who do fall behind receive support to address specific gaps in their knowledge. As a result, pupils who fall behind catch up quickly.
Where there is any dip in pupils' achievement, such as writing, the school takes effective action to improve outcomes. As a result, pupils are well prepared for their next stage of education.
Pupils' recall much of what they have learned.
For example, in history, pupils can discuss historical periods studied in previous academic years, such as the Vikings' invasion of Britain. Older pupils talk with confidence in mathematics about how their past learning helps them with new concepts. However, systems for checking how well pupils learn in some wider curriculum subjects have not been fully established.
This means the school is not sure where gaps in knowledge are. It has identified this as an area to improve.
The school has effective provision for pupils with special educational needs and/or disabilities.
This includes those with the most complex needs where the numbers have increased sharply. The school has expertly adjusted to this changing picture. It ensures that support is precisely matched to individual needs.
These pupils learn well in the school's care.
Through the personal, social, health and economic curriculum, pupils have an age-appropriate understanding of risks in society. For example, they know the effects of alcohol and smoking.
They recognise how the makeup of families can be different to their own. Pupils know how to lead a healthy lifestyle through eating the right foods and exercising regularly.
The rate of pupils' attendance has improved this year.
The school dovetails its positive relationships with families with clear systems to ensure that pupils attend regularly. It provides further support and guidance to those families who need help with this.
Governors know the school well.
This is because they make regular checks on the school's work, such as in early reading or mathematics. They share the same vision, alongside senior leaders, of a high-quality education for all.
Parents have a strong faith and trust in the school.
They value the approachability of staff and the 'family feel' of the setting. One comment, typical of many, stated, 'Everyone is valued and respected within our school culture'.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some wider curriculum subjects, approaches to assessment are still being developed. In these subjects, the school does not have a clear oversight of how well pupils are learning the curriculum. The school should ensure that assessment is effective in identifying how well pupils are learning each subject so that it can address any gaps in knowledge.
